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Bilingualism and symbolic abstraction: Implications for algebra learning

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journal contribution
posted on 26.06.2018, 00:00 by MK Mielicki, NA Kacinik, J Wiley
Much of the research on bilingualism and math learning focuses on the potential challenges that bilinguals and language learners may face. The current line of research took an alternative approach and explored whether a bilingual advantage may emerge for a novel algebraic problem solving task that requires symbolic thought, the Symbol Math task. No differences were seen between bilingual and monolingual samples on basic math or executive control tasks; however, a bilingual advantage was seen in performance on the Symbol Math task across two experiments. The results suggest that bilingualism may improve the ability to engage in more abstract or symbolic thought processes, which may have important implications for algebra learning. (C) 2017 Elsevier Ltd. All rights reserved.


Publisher Statement

This is the author’s version of a work that was accepted for publication in Learning and Instruction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in PUBLICATION, [Vol #49, (JUN 2017)] DOI: 10.1016/j.learninstruc.2017.03.002







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